Characteristics and Methods of Effective Teachers: A Qualitative Study of Students’ Perspective
Abstract
The objective of present study aims to analyze the perspectives of the university student about preferred effective teaching approaches. Qualitative description is the research design selected for sampling, data collection techniques and analysis procedures. A purposeful sample of twenty students by using convenient sampling technique was employed (16 males; 4females). Contextual setting of the study was provided by the universities located in Islamabad, Pakistan. Qualitative software NVIVO 10 was used for data analysis. The analyses of word frequency report and word tree are made to gain in-depth understanding about effective teaching. The qualitative model of the study leads to the conclusion that there are two main categories of effective style of teaching i.e. characteristics and methods. Findings of the study suggest that there are different factors perceived by the university students about the effective teaching. Theoretically, the study contributes to the styles and characteristics based literature in general and to the literature particularly on the relationships between styles of effective teaching and students’ learning particularly. Particular implications on the basis of qualitative source findings will be discussed in the context of students preferred teaching approaches, teachers’ teaching style and university administrators and personal management.
References
Altun, Z. D. (2010). Exploring effective music teaching strategies of primary school teachers. Procedia Social and Behavioral Sciences, 9, 1182-1187.
Awofala, A., O. (2012). Development and factorial structure of students’ evaluation of teaching effectiveness scale in mathematics. Educational Sciences, 7 (1), 33-44
Calaguas, G., M. (2012). Effective Teacher Characteristics in Higher Education from Students’ Perspective: An Exploratory Factor Analysis. IAMURE International Journal of Education, 3(21).
Carnell, E. (2007). Conceptions of effective teaching in higher education: extending the boundaries Teaching in Higher Education, 12(16),25-40.
Duflo, E., Dupas, P., Kremer, M., & Kenya, C. (2012). School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools.
Jackson, J. A. (2015). Culturally Responsive Teaching for Diverse Students: Inherent Dispositions and Attitudes of Effective Teachers.
Li, F., Zhang. (2004). Thinking styles: University students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3).
Liane R Ginsburg, S. L., , Lisa Zackheim & Ann Casebeer. (2007). Revisiting interaction in knowledge translation Implementation Science, 2(34), 01-11.
McMillan, W. J. (2007). ‘Then you get a teacher Guidelines for excellence in teaching. International Journal of Medical Education, 29(8), 209-228.
Nasreen Hussain, N. A. b. (2012). Learning Styles of Students and Teaching Styles of Teachers in Business Education: A Case Study of Pakistan Procedia - Social and Behavioral Sciences 69 ( 2012 ) 1737 – 1740, 69, 1737-1740.
Penny, A., R. (2003). Changing the agenda for research into students’ views about university teaching: Four shortcomings of SRT research. Teaching in Higher Education, 8(3), 399-411.
Sheila, H. S., Jack, Joshua, Ssebunnya, Ruth & Kizza. (2010). The orphaning experience: descriptions from Ugandan youth who have lost parents to HIV/AIDS Child and Adolescent Psychiatry and Mental Health, 4(10), 01-10.
Sternberg, R. J. (1988). Thinking styles: University students’ preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3), 197-224.
Saroyan, A., & Trigwell, K. (2015). Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92-101.
Trigwell, K. (2001). Judging university teaching. International Journal for Academic Development, 6(1), 65-73.
Walklin, L. (2002). Teaching and Learning in Future and Adult Education. NelsonThornes Ltd., United Kingdom, 260–261.
Zhang. (2005). Validating the theory of mental self-government in a non-academic setting. Personality and Individual Differences, 38, 1915-1925.
Zhang, L. & Fang. (2009). From Conceptions of Effective Teachers to Styles of Teaching: Implications for Higher Education. Learning and Individual Differences, 9, 113-118.
Zimmerman, B. J., Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). A social cognitive perspective. Handbook of self-regulation, 13.
All articles published in IJITL are open-access articles published and distributed under the Creative Commons Attribution-NonCommercial 4.0 International License which allows reproduction, distribution, derives and non-commercial use, provided the original work is cited and authors and publisher are properly identified.
IJITL allows the authors to retain copyright under the CC BY NC license.
